Institute. The foundation disseminates the method through various means,
including through a website, textbooks and modules, and learning materials
(Surya Institute, 2013). The mathematics books produced by the institute
for students and teachers are different from ordinary textbooks because of
the way they present the subjects. For instance, “GASING Mathematics 1A”, a
Grade 1 level mathematics textbook, guides students to understand various
basic mathematical concepts, such as numbers, time and geometry through
stories, pictures, games and by finding nearby objects (Surya, 2012).
The most challenging problem in teaching mathematics and science is
the competence of the teachers. Resource Person B observed that a lot
of Indonesian science teachers have difficulties in mastering the learning
materials and giving instruction to students. Therefore, the Surya Institute
trains teachers, providing both pre-service and in-service training. In
partnership with the Ministry of Education and the provincial government,
the Surya Institute has conducted in-service training for teachers in their
respective provinces (Surya, 2014). The institute also trains parents who have
interest in learning science and mathematics, so that they can learn the
GASING method and become tutors of their children at home.
While the GASING method has been shown to change the way Indonesian
students learn mathematics and science, it will take much time before the
method will be widespread across Indonesia and before it can have an impact
on the country as a whole.
Discussion and conclusions
There have been many changes in education policies and practices in
Indonesia, both at the government and school levels. While efforts in the past
focused on increasing access to education, today the focus is on the issue of
quality, because while the majority of Indonesian children today have access
to formal education, the quality of that education is questionable.
Appropriate pedagogy is the key to good quality education. A key issue
in Indonesian education is that the majority of teachers continue to use
conventional ways of teaching and these teachers do not consistently
practice pedagogical approaches that are relevant to the learning needs of
students.
In recent years, however, there has been an increase in awareness of, and
demand for, learner-centred pedagogical approaches that emphasize active